Using edTPA Data for Program Design and Curriculum Mapping Mary Ariail, Georgia State University Kristy Brown, Shorter University Judith Emerson, Georgia State University Carla Tanguay, Georgia State University

The Assessment Cycle: Using Data for Program Evaluation

Determine the Types of Data Available Context 1: Local evaluation data only Context 2: Official scores data only Context 3: Both local evaluation and official scores

Context 1 –Local Evaluation Data Only Locally Evaluate Signature Assignments Identify Strengths/Areas for Improvement Provide Formative Feedback to TCs Explore Strategies and Solutions Review Signature Assignments

Context 2 – Official Scoring Data Only Review Data by Rubric Identify Strengths and Areas for Improvement Link Weaknesses to Curriculum Map Strategize Solutions

Context 3 – Institution has both Local Evaluation and Official Scoring Data Compare Data Sets Identify Discrepancies Local Evaluation Scores Different from Official Scores Official Scores Link Data Analysis to Curriculum Map Strategize Solutions Consider Further Training for Supervisors and/or Faculty

The Assessment Cycle: Using Data for Program Evaluation

Identify Strengths and Areas for Improvement

Condition Codes Title Condition Code APlanning Task Rubrics Unscorable (artifacts/commentary do not follow handbook guidelines) Condition Code BVideo Technical Issues Condition Code CAudio Technical Issues Condition Code DInsufficient Information to Score by Rubric Condition Code EIncorrect, missing, blank or inaccessible file Condition Code FVideo is edited Condition Code GMaterials fail to conform to handbook guidelines Condition Code HEnglish translation requirement not met

Compare Local Evaluation with Official Scores

The Assessment Cycle: Using Data for Program Evaluation

The Assessment Cycle: Using Data for Program Improvement

Goal Setting Considering the available data, what specific goals need to be addressed? How is our program doing currently? Where do we want our program to be? How will our program get there? Based on the data, what are we learning? Where should the program focus next? What do we want your program to accomplish? What are the means for attaining our goals?

The Assessment Cycle: Using Data for Program Evaluation

Evidence of Mastery (Shorter University)

Program Planning Matrix (Georgia State University)

Program Planning Matrix (Shorter University) I = Introduction R = Reinforcement M = Mastery

Evidence of edTPA Mastery

Mapping courses and activities to rubrics

The Assessment Cycle: Using Data for Program Evaluation

A Framework for Formative Support Fundamental experiences Getting to know students Developing effective lesson plans Writing explicit and appropriate justification Developing and using appropriate assessments to monitor student learning Analyze what students could and could not do as a result of instruction and assessment Critiquing observations with a focus on engaging students in learning Surfacing and supporting the discourse demands of the discipline

Getting to know students A framework for formative support Informing instructional planning Students’ Strengths Students’ Needs Personal/Cultural/ Community Assets Academic Language Considerations OR Expressive and Receptive Communication Skills

Related Rubrics – Getting to Know Students Candidate justifies why learning tasks (or their adaptations) are appropriate using examples of students’ prior academic learning OR personal, cultural, or community assets. (Elementary Handbook Rubric 3) Learning tasks and planned support strategies provide appropriate levels of support, reflecting the focus learner’s strengths AND/OR needs. (Special Education Handbook, edTPA Rubric 2)

Strategies for Getting to Know Students Review of available student records Collaboration with cooperating teacher Interest inventories Making family connections Learning style surveys

Developing Effective Lesson Plans 26 Learning Central FocusInstructional Strategies and Learning TasksAcademic Language DemandsAssessmentsAnalyzing Teaching

Related Rubrics – Lesson Plans Elementary Handbook Candidate’s plans for instruction build on each other to support learning. edTPA Rubric 1 Planned supports are tied to learning objectives and the central focus. edTPA Rubric 2 Candidate justifies why learning tasks (or their adaptations) are appropriate. edTPA Rubric 3 General language supports address use of two or more language demands. edTPA Rubric 4

Related Rubrics – Lesson Plans Special Education Handbook The identified individualized education program/plan goal, standard, lesson objectives, planned supports, and/or learning tasks and materials are consistently aligned with each other. All lesson objectives include clearly defined measurable outcomes for the focus learner’s performance. edTPA Rubric 1 Learning tasks and planned support strategies provide appropriate levels of support, reflecting the focus learner’s strengths AND/OR needs. edTPA Rubric 2 Candidate’s justification of instruction and planned support strategies makes general connections to the focus learner’s strengths and needs. edTPA Rubric 3 Candidate identifies planned supports for the communication skill that generally facilitate the focus learner’s use of it to participate in learning tasks and/or demonstrate learning. edTPA Rubric 4

Lesson Plan Templates Model completing the template with candidates Work up to completing the entire template for a lesson Provide detailed feedback to candidates Organize candidate roundtables for peer-to-peer critiques/revisions

Writing explicit and appropriate justification A framework for formative support Justification Positive impact on student learning Supported by research and theory “I know this is going to help my students learn because...”

Related Rubrics - Explicit Justification Candidate justifies why learning tasks (or their adaptations) are appropriate. Candidate makes connections to research and/or theory. (Elementary Handbook, edTPA Rubric 3) Candidate proposes changes that address students’ collective learning needs related to the central focus. Candidate makes superficial connections to research and/or theory. Candidate explains and provides evidence of students’ use of the language function AND one or more additional language demands. (Elementary Handbook, edTPA Rubric 14) Candidate’s justification of instruction and planned support strategies makes general connections to the focus learner’s strengths and needs AND research and/or theory. (Special Education Handbook, edTPA Rubric 3) Candidate proposes changes for instruction and/or planned support strategies related to the learning goal, making general connections to the strengths or needs of the focus learner AND/OR research and/or theory. (Special Education Handbook, edTPA Rubric 10) Candidate explains and provides evidence of the learner’s use of the communication skill to participate in learning tasks and/or demonstrate learning. (Special Education Handbook, edTPA Rubric 14)

Threading research into candidate writing Candidates should: develop an annotated bibliography throughout their program to use as reference when developing lesson plans and writing justifications in commentaries. provide a strategy for candidates to organize research. practice reflective writing including references to research.

Developing and applying appropriate assessment criteria A framework for formative support Developing appropriate assessment criteria Applying them to student work Drawing actionable conclusions So what? Now what?

Related Rubrics – Assessment Criteria The assessments provide evidence to monitor students’ use of the essential literacy strategy AND related skills during the learning segment. (Elementary Handbook, edTPA Rubric 5) Next steps propose general support that improves student learning related to assessed learning objectives. (Elementary Handbook, edTPA Rubric 15) Planned assessments (including baseline data) and the daily assessment records are aligned to all lesson objectives and provide evidence for monitoring the focus learner’s progress toward the learning goal at different points in the learning segment. (Special Education Handbook, edTPA Rubric 5) Candidate explains and provides evidence of the learner’s use of the communication skill to participate in learning tasks and/or demonstrate learning. (Special Education Handbook, edTPA Rubric 14)

Assessment includes Analysis and Feedback Assist students in developing multiple forms of assessment Create methods of tracking student progress Develop authentic feedback Create ways students can use the feedback Give students practice in analyzing student work Guide students in decision-making process for next steps

Reflecting on teaching A framework for formative support Reflecting on instruction NOT what the teacher candidate did or did not do well What the students could not do What the students could do

Related Rubrics – Reflection ( Elementary Handbook) Candidate proposes changes that address students’ collective learning needs related to the central focus. (Elementary Handbook, edTPA Rubric 10) The analysis focuses on what students did right AND wrong. (Elementary Handbook, edTPA Rubric 11) Candidate describes how focus students will understand or use feedback related to the learning objectives. (Elementary Handbook, edTPA Rubric 13) Candidate explains and provides evidence of students’ use of the language function AND one or more additional language demands. (Elementary Handbook, edTPA Rubric 14)

Related Rubrics – Reflection ( Special Education Handbook) Candidate proposes changes for instruction and/or planned support strategies related to the learning goal, making general connections to the strengths or needs of the focus learner. (Special Education Handbook, edTPA Rubric 10) The analysis draws upon knowledge of the focus learner and focuses on the focus learner’s strengths and errors OR levels or types of planned supports to understand the focus learner’s progress toward ALL lesson objectives. (Special Education Handbook, edTPA Rubric 11) Candidate describes how the focus learner will understand or use feedback related to the learning goal. (Special Education Handbook, edTPA Rubric 13) Candidate explains and provides evidence of the learner’s use of the communication skill to participate in learning tasks and/or demonstrate learning. (Special Education Handbook, edTPA Rubric 14) Next steps to improve or continue learning include general instructional strategies or supports related to the focus learner’s needs and to current instruction. (Special Education Handbook, edTPA Rubric 15)

Strategies to Enhance Reflective Writing Provide candidates with opportunities to develop observational skills Frequent quick writes with edTPA-like writing prompts for practice Peer-to-peer writing critiques

Critiquing how one engages students A framework for formative support

Related Rubrics – Engaging Students Elementary Handbook The candidate demonstrates rapport with and respect for students. AND Candidate provides a positive, low-risk learning environment that reveals mutual respect among students. (Elementary Handbook, edTPA Rubric 6) Students are engaged in learning tasks that address their understanding. (Elementary Handbook, edTPA Rubric 7) Candidate elicits student responses. (Elementary Handbook, edTPA Rubric 8) Candidate explicitly teaches students how to apply the essential literacy strategy AND provides opportunities for guided practice. (Elementary Handbook, edTPA Rubric 9)

Related Rubrics – Engaging Students ( Special Education Handbook) The candidate demonstrates rapport with and respect for ALL learners. (Special Education Handbook, edTPA Rubric 6) Candidate uses explicit strategies to create active engagement13 in developing the desired knowledge and/or skills of the focus learner for the learning goal. (Special Education Handbook, edTPA Rubric 7) Candidate uses prompts that provide the focus learner opportunities to respond related to the learning goal AND opportunity to apply feedback to subsequent responses. (Special Education Handbook, edTPA Rubric 8)

Showing Student Centered Teaching in Video Developing and showing rapport and respect Creating an active learning environment Deepening learning opportunities Choosing video clips to show it all